{"id":3564,"date":"2021-04-08T22:37:46","date_gmt":"2021-04-09T01:37:46","guid":{"rendered":"https:\/\/cgceducacao.com.br\/?p=3564"},"modified":"2021-04-08T22:39:03","modified_gmt":"2021-04-09T01:39:03","slug":"atencao-o-ensino-hibrido-nao-e-inovacao","status":"publish","type":"post","link":"https:\/\/cgceducacao.com.br\/index.php\/2021\/04\/08\/atencao-o-ensino-hibrido-nao-e-inovacao\/","title":{"rendered":"Aten\u00e7\u00e3o, o ensino h\u00edbrido n\u00e3o \u00e9 inova\u00e7\u00e3o"},"content":{"rendered":"\n

Por Paulo Blikstein<\/em><\/strong><\/p>\n\n\n\n

Quem trabalha com educa\u00e7\u00e3o precisa ser um farejador da an\u00e1lise do discurso de que o ensino h\u00edbrido \u00e9 a grande inova\u00e7\u00e3o das escolas p\u00f3s-pandemia. N\u00e3o \u00e9. Precisamos enxergar o que tem por tr\u00e1s desta narrativa. O discurso muitas vezes \u00e9 criado pelo antagonista, ou seja, a partir de tudo que a escola tem de ruim, ele constr\u00f3i seu produto.<\/p>\n\n\n\n

Para defender a educa\u00e7\u00e3o a dist\u00e2ncia ou remota, o antagonista fala que a escola \u00e9 antiga, tradicional, massificadora e que o professor \u00e9 antiquado. Outra constru\u00e7\u00e3o \u00e9 a de que a escola n\u00e3o d\u00e1 oportunidade para o aluno no seu pr\u00f3prio ritmo, que ele tem que seguir o ritmo do professor.<\/p>\n\n\n\n

Ap\u00f3s este diagn\u00f3stico (errado), o antagonista passa ent\u00e3o a vender um produto absolutamente genial, inovador, incr\u00edvel e que vai revolucionar a educa\u00e7\u00e3o. \u00c9 um v\u00eddeo na internet! Se o aluno n\u00e3o entendeu a aula, ele pode voltar e assistir quantas vezes quiser. Nossa, que inven\u00e7\u00e3o! Mas o v\u00eddeo foi inventado h\u00e1 mais de 40 anos!<\/p>\n\n\n\n

O ensino remoto \u00e9 uma medida emergencial, n\u00e3o \u00e9 uma inova\u00e7\u00e3o. A inova\u00e7\u00e3o \u00e9 quando o professor, ao inv\u00e9s de dar uma aula expositiva de ci\u00eancias, faz um experimento de ci\u00eancias; ao inv\u00e9s de ensinar hist\u00f3ria como uma sequ\u00eancia de fatos e datas, o professor ensina de uma forma problematizadora, dial\u00f3gica e dial\u00e9tica. A inova\u00e7\u00e3o na educa\u00e7\u00e3o acontece quando a pedagogia muda, quando a concep\u00e7\u00e3o de ensino muda. O ensino sempre ser\u00e1 inovador se a pedagogia for excelente.<\/p>\n\n\n\n

Na primeira metade do s\u00e9culo 20, vendeu-se a ideia de uma grande inova\u00e7\u00e3o na educa\u00e7\u00e3o: o livro did\u00e1tico. O discurso dizia que ele permitia ao aluno estudar no pr\u00f3prio ritmo e n\u00e3o no ritmo da sala de aula, da aula expositiva. O livro did\u00e1tico iria libertar os alunos das amarras da opress\u00e3o da sala de aula. E o que aconteceu? O livro did\u00e1tico foi absorvido pela aula tradicional e pelo sistema escolar e virou mais uma ferramenta de ensino.<\/p>\n\n\n\n

Ent\u00e3o, quando o discurso do antagonista vende a ideia de que estas novas tecnologias ir\u00e3o revolucionar o ensino, desconfie. Se a tecnologia n\u00e3o vier acompanhada de uma nova teoria educacional e pedag\u00f3gica, de uma teoria de emancipa\u00e7\u00e3o pela educa\u00e7\u00e3o, elas ser\u00e3o simplesmente incorporadas nos sistemas que j\u00e1 existem.<\/p>\n\n\n\n

Temos de ter muito cuidado nesse momento, para n\u00e3o se deixar enganar por essa ideia de que a educa\u00e7\u00e3o digital \u00e9 a inova\u00e7\u00e3o. Educa\u00e7\u00e3o digital pode ser s\u00f3 uma nova forma de fazer a mesma coisa e, muitas vezes, pior.<\/p>\n\n\n\n

Nesta pandemia, ficamos sabendo que 32% das crian\u00e7as n\u00e3o t\u00eam acesso \u00e0 internet. Mesmo os que tem acesso, tem dados limitados no celular ou precisam dividir o celular com a fam\u00edlia. Muitas vezes a fam\u00edlia toda mora em um c\u00f4modo. Ent\u00e3o, como tr\u00eas crian\u00e7as v\u00e3o assistir aula ao mesmo tempo, no mesmo c\u00f4modo, durante quatro horas. Por v\u00eddeo?<\/p>\n\n\n\n

Era \u00f3bvio que essa transi\u00e7\u00e3o do ensino presencial para o remoto n\u00e3o iria dar certo. A internet n\u00e3o vai cair milagrosamente do c\u00e9u para todos.<\/p>\n\n\n\n

N\u00e3o adianta esperar sentado ouvindo \u201ca gente n\u00e3o tem Internet\u201d, \u201c as crian\u00e7as n\u00e3o tem celular, n\u00e3o tem computador\u201d, \u201ca gente n\u00e3o tem o professor treinado para fazer a transi\u00e7\u00e3o\u201d. Temos que pensar e agir para termos internet de banda larga em todas as escolas p\u00fablicas, um banco de computadores para emprestar para as crian\u00e7as, um banco de celulares para os alunos. A miss\u00e3o mais nobre \u00e9 preparar o Brasil para que nenhuma crian\u00e7a perca uma aula.<\/p>\n\n\n\n

Nosso esfor\u00e7o n\u00famero 1 como Na\u00e7\u00e3o n\u00e3o \u00e9 pagar juros para os bancos, nosso esfor\u00e7o n\u00famero 1 \u00e9 ter um ensino de qualidade para todas e todos.<\/p>\n\n\n\n

Paulo Blikstein<\/em><\/strong> \u00e9 professor do Teachers College, Universidade de Columbia e professor associado ao ci\u00eancias da computa\u00e7\u00e3o no mesmo departamento, pesquisando como as novas tecnologias podem transformar a aprendizagem da ci\u00eancia, engenharia e matem\u00e1tica. Blikstein criou os primeiros FabLabs e Makerspaces educacionais do mundo, e foi pioneiro no campo da minera\u00e7\u00e3o de dados multimodais e de learning analytics. Ele tamb\u00e9m dirige o projeto FabLearn, que dissemina a educa\u00e7\u00e3o maker em 22 pa\u00edses. Engenheiro pela Poli-USP, mestre pelo MIT Media Lab e doutor em Ci\u00eancias da Aprendizagem pela Northwestern University, Blikstein recebeu o National Science Foundation Early Career Award e o AERA Jan Hawkins Early Career Award.<\/p>\n","protected":false},"excerpt":{"rendered":"

Por Paulo Blikstein Quem trabalha com educa\u00e7\u00e3o precisa ser um farejador da an\u00e1lise do discurso de que o ensino h\u00edbrido \u00e9 a grande inova\u00e7\u00e3o das escolas p\u00f3s-pandemia. N\u00e3o \u00e9. Precisamos… <\/p>\n","protected":false},"author":1,"featured_media":3565,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[42],"tags":[188,189,193,137],"class_list":["post-3564","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-boas-pautas","tag-ensino-hibrido","tag-paulo-blikstein","tag-tecnologia","tag-tltl-2"],"yoast_head":"\nAten\u00e7\u00e3o, o ensino h\u00edbrido n\u00e3o \u00e9 inova\u00e7\u00e3o - CGC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cgceducacao.com.br\/index.php\/2021\/04\/08\/atencao-o-ensino-hibrido-nao-e-inovacao\/\" \/>\n<meta property=\"og:locale\" content=\"pt_BR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Aten\u00e7\u00e3o, o ensino h\u00edbrido n\u00e3o \u00e9 inova\u00e7\u00e3o - CGC\" \/>\n<meta property=\"og:description\" content=\"Por Paulo Blikstein Quem trabalha com educa\u00e7\u00e3o precisa ser um farejador da an\u00e1lise do discurso de que o ensino h\u00edbrido \u00e9 a grande inova\u00e7\u00e3o das escolas p\u00f3s-pandemia. 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